Learning for life and work
The main report of the Inquiry into the Future for Lifelong Learning poses a number of key policy challenges for the development of union learning. The forthcoming White Paper on skills should take note, says RICHARD BLAKELEY
he publication of Learning Through Life, the main report of the Inquiry into the Future for Lifelong Learning, has been welcomed across the trade union movement. It offers a useful and useable framework for discussing the learning needs of people through the different stages of life and makes compelling suggestions about how to adjust expenditure, strengthen the system and engage learners. Unionlearn – the TUC’s learning and
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skills organisation – and affiliated unions are crucial partners in engaging workers in lifelong learning. Union learning representatives (ULRs), supported by full- time trade union officers, engage with employers, public authorities, funders and providers to advise and guide groups of workers and create opportunities for their development. As a result, our members report greater confidence in their employ- ment prospects, negotiating change and representing their interests to their employers. Employers have the benefit of a higher-skilled, more motivated workforce and reduced absence and staff turnover. This is widely recognised as a success story by employers and political parties (red, yellow and blue) alike. Learning Through Life offers a rich and
extensive agenda for the development of skills in the employment and industrial relations arena. To identify three policy challenges out of the many for trade unions emanating from the report: the strengthening and broadening of union learning representatives and community learning champions; good practice entitle- ments for learning leave; and improving the quality of work through the skills utilisation agenda. If there was room for a fourth, it would be extending licence to practice to new occupational areas, provided that the
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recognised trade unions are in agreement. But these are the three main challenges on which I wish to focus in this article.
Lifelong learning workforce The report calls for a strengthening and broadening of the capacity of the lifelong learning workforce, acknowledging that this includes the volunteer workforce: ULRs and community learning champions. To strengthen capacity, we need more recognition, support and rewards for the volunteers doing this valuable work. ULRs can find that agreements on facilities with employers do not provide for enough time away from their main duties to fulfil their role, especially where there are not enough other ULRs in the workplace to share their workload. Some employers need to give greater recognition to the work that union learning representatives do by rewarding their contributions to the organisation and following the best of practice for time off for ULR duties. There is significant evidence that ULRs are contributing to workforce development, improved productivity and better change management so it doesn’t seem too much to ask that ULRs don’t have to do everything in their own time. It would also help to have the role of community learning champions recognised. They too need a reasonable amount of time off work. The unions’ learning work in the community could be strengthened by the development of mutual support networks. For example, many workplace learning centres are open to the community, which is entirely compatible with the Government’s recent Learning Revolution festival which encouraged organisations like trade unions to open up their learning facilities for community use.
Another opportunity on the horizon to
broaden capacity could be the piloting of ‘training networks for employers’ to pool training resources, which could be particularly helpful to small employers. The UK Commission for Employment and Skills (UKCES) has consulted upon developing the employer networks as part of its ‘collective employer measures programme’, an idea which could yet find its way into the Government’s skills White Paper. These training networks may be piloted on a voluntary basis where employers working in common industries, sub-sectors or with similar skills needs, in a region or locality, could pool resources. This could create training provision or improve the cost effectiveness of training provision through economies of scale. In the TUC’s consultation response we urged making links with trade unions and incorporating ULRs into these networks. The ULR would be the voice of the learner, informing discussions regarding the quality of training and the skills needs of the workforce. Again, this would require generosity from employers to release ULRs for this duty during working time, but where the benefits could be so profound, why not? There’s also the work that ULRs do in partnership with Sector Skills Councils, Job Centre Plus and the Regional Development Agencies through their outreach work with employers and learners. ULRs persuade employers and workers of the benefits to be gained from participation in Train to Gain, Skills for Life and ESOL learning. ULRs will be important links for the new national Adult Advancement and Careers Service, to be launched in autumn 2010. They can provide their own guidance and encourage workers to use the service. The report’s call for good practice entitlements for learning leave to become part of mainstream employment conditions is
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